0–10 min | Welcome and warm-up: Instructor greets learners at the door using “Hello,” “Good morning,” and “Welcome.” Students choose a name card, practice saying “My name is ___,” and complete a quick comfort check using Beginning, Developing, Functional, and Confident.10–25 min | Orientation and review of known English: Briefly explain class goals, attendance expectations, hybrid options, and respectful speaking routines. Students brainstorm English words they already know from work, community, phones, and stores. Instructor validates Spanish-English connections while warning that some words are false cognates.25–45 min | Vocabulary and expressions: Teach greetings, names, countries, phone numbers, and classroom phrases. Essential vocabulary: hello, good morning, goodbye, name, first name, last name, country, phone number, repeat, please, thank you, spell. Useful frames: “My name is ___.” “I am from ___.” “I am a student.” “What is your name?” “Where are you from?” “Can you repeat, please?”45–65 min | Listening and diagnostic task: Students listen to short introductions from the instructor or audio clips and identify names, countries, and phone numbers. Then they complete a supportive entry diagnostic covering recognition of greetings, numbers, alphabet letters, simple questions, and short written personal information. Diagnostic is used for placement support, not penalty grading.65–90 min | Guided practice: Model question-and-answer exchanges with choral repetition, partner repetition, and substitution drills. Focus on subject pronouns and “to be”: “I am,” “You are,” “He is,” “She is.” Students practice spelling names and saying phone numbers slowly in pairs. Instructor circulates and notes pronunciation needs.90–110 min | Practical application role-play: Students complete a first-day class registration simulation. Partner A is the receptionist or teacher; Partner B is the student. They greet, ask for name, country, spelling, and phone number, then switch roles. More confident learners add one extra sentence about work or family.110–115 min | Formative assessment: Each student gives a 20–30 second introduction or responds to two instructor prompts. Instructor marks evidence of greeting, name, country, and one clear answer using supportive proficiency levels.115–120 min | Assignment explanation: Explain linked assignment ENG-A001, Introduction Voice Recording and Diagnostic Reflection. Students may submit a short voice recording, present in person, or complete a paper alternative if they do not use technology.